Life Skills Education for Enhancement of Learners’ Wellness in Eswatini: A Case of High School Learners in Shiselweni Region

Zanele Precious Simelane, Racheal Mafumbate


The researchers sought to explore how Life Skills Education enhances learners’ wellbeing. The study adopted a qualitative research approach using a multiple case study design. The study used an integrative lens and was guided by the Wellness theory by Hettler (1996) and Ubuntu theory. The target population were Life Skills Education teachers and high school learners in the Shiselweni region. A purposive sample of three high schools was selected. Data were collected using semi-structured interview guide and focus group discussion guide. Interviews were conducted with a total of nine learners whereas focus group discussions were carried out with twenty Life Skills Education teachers. Data was analysed using thematic analysis. Findings revealed several dimensions in which Life Skills Education enhances learners which include: socially, emotionally, intellectually, and occupationally. It was recommended that 1) the Ministry of Education and Training should consider training teachers who will specialise in teaching Life Skills Education, 2) Life Skills Education be considered a compulsory component in all pre-service teacher preparatory programmes, and that 3) mechanisms be put in place to ensure appropriate identification of teachers who will teach Life Skills Education.

Keywords: Life skills, Life Skills Education, wellness, enhancement

DOI: 10.7176/JRDM/59-06

Publication date:September 30th 2019

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